cefe manual

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Improve Your Exhibiting Skills:A Training Guide

(IYES)


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Copyright International Labour Organization 2005

First published 2005

Publications of the International Labour Office enjoy copyright under Protocol 2 of the UniversalCopyright Convention. Nevertheless, short excerpts from them may be reproduced withoutauthorization, on condition that the source is indicated. For rights of reproduction or translation,application should be made to the Publications Bureau (Rights and Permissions), InternationalLabour Office, CH-1211 Geneva 22, Switzerland. The International Labour Office welcomes suchapplications.

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The designations employed in ILO publications, which are in conformity with United Nations practice,and the presentation of material therein do not imply the expression of any opinion whatsoever on thepart of the International Labour Office concerning the legal status of any country, area or territory or ofits authorities, or concerning the delimitation of its frontiers.The responsibility for opinions expressed in signed articles, studies and other contributions rests solelywith their authors, and publication does not constitute an endorsement by the International LabourOffice of the opinions expressed in them.Reference to names of firms and commercial products and processes does not imply theirendorsement by the International Labour Office, and any failure to mention a particular firm,commercial product or process is not a sign of disapproval.ILO publications can be obtained through major booksellers or ILO local offices in many countries, ordirect from ILO Publications, International Labour Office, CH-1211 Geneva 22, Switzerland. Cataloguesor lists of new publications are available free of charge from the above address, or by email:

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ILOImprove Your Exhibiting Skills: A Training Guide92-2-117740-8 (print)92-2-117741-6 (web pdf)


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Handout 9A End of Trade fair Evaluation Form..........................................................71Handout 9B Guidelines for Facilitating Post-Trade Fair Debriefing Session...........72Handout 9C Trade Fair Evaluation and Follow-up Questionnaire.............................73Handout 10A Guidelines for Developing Effective Networks......................................77Handout 10B Sample 1: Action Plan for Trade Fair Participation...............................78Handout 10C Sample 2: Action Plan for Participating in a Trade Fair........................80

ANNEXES ..............................................................................................................................81Annex 1 WEDGE Background information ..........................................................82Annex 2 IYES Workshop Daily Reaction Evaluation............................................86Annex 3 End of IYES Workshop Evaluation .........................................................87


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Abbreviations

BBS..........................Basic Business SupportBCF.......................... Business Contact FormBDS ......................... Business Development ServicesCEFE .......................Competency Based Economies through Formation of EnterprisesDRF ......................... Daily Record FormEDP ......................... Entrepreneurship Development ProgrammeGMT......................... Grassroots Management TrainingILO........................... International Labour OrganizationIYES......................... Improve Your Exhibiting SkillsMSE......................... Micro and Small EnterprisesNGOs....................... Non-Governmental OrganizationsSEED.......................Boosting Employment through Small Enterprise Development (ILO)SIYB.........................Start and Improve Your BusinessSMART ....................Specific, Measurable, Achievable, Realistic, and Time-bound

SRF.......................... Sales Record FormTOT.......................... Training of TrainersWEs ......................... Women EntrepreneursWED ........................Womens Entrepreneurship DevelopmentWEDGE ...................Womens Entrepreneurship Development and Gender Equality


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This guide was developed as part of the International Labour Organizations(ILO) strategy to enhance the contribution of women entrepreneurs (WEs) in creatingmeaningful and sustainable employment opportunities and in reducing poverty.

More micro and small enterprises (MSEs) are operated and managed by women

than by men. However, women are over-represented in less productive, less profitableand survival activities. Despite this fact women often have limited access to BusinessDevelopment Services (BDS) such as market information, market space, sub-contracting, packaging, and marketing promotion through exhibitions and trade fairs.Likewise, existing marketing promotion services, including trade fairs and exhibitions,often fail to consider the needs of the many women operating MSEs.Facilitating market access services for women entrepreneurs in the micro and smallenterprise sector is one of the ILOs strategies for overcoming gender-basedconstraints. Achieving gender equality and womens economic empowerment throughenterprise development requires deliberate and systematic interventions. This includesspecific action-oriented programmes for accessing physical market infrastructure, as

well as improving marketing knowledge, skills and attitudes are needed.In this respect, trade fairs and exhibitions are a valuable BDS service forwomens entrepreneurship development through MSEs, particularly for those in theinformal economy. This guide has been developed, therefore, to provide assistance inpromoting the exhibition skills of women micro-entrepreneurs.

The Womens Entrepreneurship Development and Gender Equality (WEDGE)team of the ILOs Programme on Boosting Employment through Small EnterpriseDevelopment (SEED) has been promoting market access projects in partnership with avariety of different actors in enterprise development. The Improve Your Exhibiting Skills(IYES) guide and workshop evolved from the WEDGE teams action research projectin Ethiopia. It aimed to improve market access for women in the informal economy, aswell as women-operated micro-enterprises. In addition to trade fairs for women in theinformal economy and women-operated micro-enterprises in Ethiopia, IYES has beenadapted and used in The United Republic of Tanzania in Zambia.. IYES is intended toenhance women's capacity to access and participate in trade fairs, in part through theorganization of women-only trade fairs, as well as through their participation in regularshows and events.

Why this guide?

Guides for trade fair participation are rare. Even where guides exist they mainlyserve medium and large-scale enterprises. However, this guide challenges this

tradition by developing and organizing trade fairs and exhibitions, with particularreference to women micro-entrepreneurs.This guide takes a unique approach to knowledge, skills and attitudes and at

the same time helps to synchronize action within a learning process. The guide has athree-pronged approach: trade fair participation, trade fair facilitation, and trade showevaluation and follow-up.

The guide is designed for use not only during the training workshop but alsocontinuously throughout the preparations for, participation in, and evaluation of tradefairs or exhibitions. This can facilitate an ongoing assessment of the impact of businesssupport at all stages of trade fair participation.

Introduction


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Objectives of the IYES Training Guide

The objective of IYES is to assist women entrepreneurs in making the best useof trade fairs for increased market access, business growth, and personalempowerment. The training will help WEs build their capacity to acquire and improveknowledge, skills, and attitudes relating to marketing and running their businesses.

Overview of the IYES training framework

The IYES approach consists of five interlinked components: promotion,preparation, participation, evaluation and follow-up. Monitoring and documentationactivities form an integral part of all components of the IYES programme. Withouteffective documentation of all activities, the programmes ability to contribute toexperience and lesson learning, one of the trainings primary objectives, will beminimal. The following activities provide examples of each of the workshopprogrammes five components as listed in box 1:


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Box 1

IYES PROGRAMMES FIVE COMPONENTS:

1. Promotion and Selection of IYES user organisations

Select IYES user organisations

Introduce and, if needed, adapt the IYES guide and workshop

Select workshop for trade fair facilitators from enterprise development

institutions

2. Preparation

Identify trade fair participants

Conduct pre-trade fair personal entrepreneurial assessments

Collect baseline information on participants, their businesses and their

products

Facilitate the pre-trade fair workshop to enhance participation in

specific trade fairs or exhibitions

Organize promotional activities for trade fairs and exhibitions

Secure suitable space and prepare stands, including making displays

and decorating stands

3. Participation

Support and facilitate the trade fair or exhibition process

Assist with space management

Provide daily support to participants as a follow-up to the training

Conduct market surveys during the fair

4. Evaluation

Evaluate trade fair participation

Conduct end-of-trade-fair debriefing session

Conduct trade fair evaluation and follow-up

5. Follow up and networking

Follow-up of business leads after the trade fair

Prepare action research report

Promote and facilitate market access networks for women

entrepreneurs


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Since this guide takes an action-oriented approach, its effectiveness is principallylinked with the presence of trade fairs or exhibitions in which participants can directly applytheir newly acquired knowledge and skills. Organizing a training workshop without anytrade fair participation is not recommended.In order to improve the marketing and sales turnover of women MSE participants, it isimportant to keep encouraging first-time participants to continue attending trade fairs.Thus, the pre-trade fair workshop tends to focus on first-time participants. However,women who have prior experience in trade events can still attend, as well as have the

opportunity to share experiences with first-time exhibitors. They both should all receivethe necessary programme information well in advance of the trade fair.

In addition to the sales and communication objectives, the aim of the trade fairsupport is to encourage women entrepreneurs to start networking and improveadvocacy in order to overcome market access constraints.

Who is this guide for?

This guide is for use in facilitating women micro-entrepreneurs participation intrade fairs and exhibitions. The guide has been developed specifically for enterprisedevelopment institutions to facilitate market access. NGOs, Government support

agencies including export promotion agencies, womens entrepreneur associations,trade and industry associations, chambers of commerce, and cooperatives are allpotential users. In view of the key role of the private sector in providing trade fairfacilitation services, private sector consultants interested in providing market accessservices to women entrepreneurs are also encouraged to take part in the workshop.

Who are IYES participants?

The Improve Your Exhibiting Skills guide suggests having workshop groups of20-25 women MSE operators, including women in the informal economy and handicraftproducers. Some service providers, such as food sellers, can take part as long asthere are appropriate trade fairs for them to exhibit at. However, sellers of imported or

manufactured local products from the medium and large enterprises are notrecommended as target groups for the workshop.

Who are IYES facilitators?

Experienced trainers of small business management programmes such asSIYB, CEFE, WED, BBS, GMT, EDP

1, and BDS facilitators are ideal participants for a

five-day IYES Training of Trainers (TOT) workshop. A guide to train trainers on how todeliver the IYES programme is also available from ILO-WEDGE. Since the IYESapproach focuses on the direct application of tools at trade fairs, IYES should beconducted by trainers /facilitators skilled in participatory methodologies. The role of theIYES facilitators is therefore to support participants throughout the different phases ofthe experiential learning cycle.

1Start and Improve Your Business (SIYB), Competency based Economies through Formation of Enterprise

(CEFE), Womens Entrepreneurship Development (WED), Basic Business Support (BBS), Grassroots

Management Training (GMT), Entrepreneurship Development Programme (EDP).


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How to use the guide?

The IYES guide is designed to serve as a facilitators guide for pre-trade fairworkshops. It also serves as a hands-on tool during the organization, facilitation andevaluation of exhibitions and trade fairs for women-operated micro-enterprises.

The guide can be linked in with the product design and development work ofparticipants. The IYES workshop should be organized 6-8 weeks in advance of the actualtrade fair in order to provide sufficient time for participants to develop new products for the

show. The information provided in this guide is by no means exhaustive. The mainlearning process comes from the direct experience arising from trade fair participation. Ateach stage of the workshop, participants are encouraged to evaluate what they havelearnt.

Structure of the guide

This IYES guide is presented in a workshop format, which is structured in fifteensessions. Each session is organized in the following way:

1. Title:Identifies the session's topic.

2. Module number and date of preparation

3. Objectives:Presents what participants will be able to do at the end of the session.These objectives cover knowledge, skills and attitudes.

4. Duration:Suggests the approximate time in minutes, based on an IYES workshopwith a maximum of 25 participants.

5. Session overview: Provides a breakdown of the session into smaller parts oractivities.

6. Notes to the facilitator: Provides brief background information for the facilitator inorder to assist in reviewing related information in preparation for the session.

7. Preparations: Suggests various prior arrangements that should be made by thefacilitator before the session.

8. Session process: Outlines steps recommended for facilitating a session usingparticipatory methodologies and tools.

Overview of the IYES workshop

The proposed three-day training workshop is designed for groups of up to 25women entrepreneurs.. In addition to the three-day IYES workshop, a day should bedesignated for stand preparation, ideally 2-3 days before the start of the trade fair.Another half-day should be allocated for a post-trade fair debriefing session,immediately after the event.

Female facilitators are often preferred by participants to men as they may havemore empathy for gender based problems that women entrepreneurs will have.Moreover, in certain societies, women may feel more relaxed and find it easier toexpress themselves if the facilitator is a woman.


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It is a good idea to make a list of all the things needed during the workshop suchas: flipcharts/whiteboards/soft boards; pens; paper (including large sheets of colouredpaper); sellotape; strings; scissors; envelopes, and small prizes. A large copy of theworkshop schedule can be posted where everyone can see it (see table 1). Displayingthe schedule should encourage efficient time keeping.

Please note that collecting participants baseline information (see module two) can bedone before the workshop using handout 2A.

Table 1: Sample IYES Workshop Activity Schedule

Sessionnumber

DAY 1Total Time 7Hours

Sessionnumber


Sessionnimber


1 Introduction,Collection ofbaselineinformation &personalassessmentsof theentrepreneurs(210 minutes)

5 Improving yourproduct designanddevelopmentskills(90 minutes)

9 Managingyour standduring thetrade fair(60 minutes)

2 Identifying themarketconstraints ofwomen micro-entrepreneurs(90 minutes)

6 Costing andpricing yourproducts(120 minutes)

10 Recordingtrade fairparticipation(90 minutes)

3 Developing

and adaptingyourmarketingstrategy for atrade fair(60 minutes)

7 Preparing for,

and getting thebest from, tradefair promotion(90 minutes)

11 Evaluating

your trade fairparticipation(60 minutes)

4 Settingfocusedobjectives fortrade fairparticipation(60 minutes)

8 Getting asuitable stand,designing anddecorating yourstand andpreparing your

display(180 minutes)

12 Building yourown marketaccessnetwork(90 minutes)

End of the day discussion in learning groups for 20-30 minutes


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Session 1Administrator/Instructor Guide Page 1 of 3

Objectives: By the end of the session participants will have: Agreed on ground rules for the workshop Listed the type of products they should prepare for the trade fair Formulated workshop objectives and agreed on the workshop plan Formed action and learning groups (see descriptions on page 14) Given baseline information on personal entrepreneurial profiles, businesses

and products. (This can also be done before the workshop. See alternativebelow)

Tested their personal entrepreneurial competencies

Duration: 210 minutes

General notes for the instructor:An opening ceremony for the course should be organised with the participation, ifpossible, of high-ranking individuals. It is important for the main facilitator to make awelcome speech to participants. The local organisers should ensure suitable mediacoverage of the opening ceremony. Every effort should be made to give importanceto the event and, thereby, to motivate participants right from the beginning of theirtraining.

At the beginning of this module, time should be taken for the instructor(s) and theparticipants to present themselves, not only by indicating their current occupation, butalso by giving a summary of their experience. It is important to try to bring the group

together right from the onset of the programme and to develop supportive andpositive classroom atmosphere in which each participant will feel comfortable with theothers.

The baseline information and personal entrepreneurial test requires two facilitators.The lead facilitator should be assisted by a co-facilitator in supporting participantswho have reading/writing difficulties and/or participants with disabilities. Thefacilitators need to focus on building trust and confidence with participants so that theparticipants will feel confident enough to provide the necessary information.

Alternative option:Baseline information on exhibitors can be collected prior to the workshop, preferably

by going to the workplace of the women entrepreneurs. If this is done before theworkshop, only one facilitator may be needed.

Introduction, Collecting Baseline Information andConducting Personal Entrepreneurial Assessments

Prepared: October 2004


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Session process:

Introduction and ice-breaking

1. Arrange the chairs to ensure that everyone can see and hear each other. If thereare tables, move them so that participants are facing each other (e.g. in a circle).

2. After a short welcome, give some brief background information about the ILOs

work on Womens Entrepreneurship Development and Gender Equality (WEDGE)(see Annex 1), specifically on access to markets through the exhibition and tradefair activities.

Workshop ground rules

3. Stress that the workshop usesparticipatory methodologies, as all participants havevaluable ideas, experiences and special knowledge to share. To maximise thebenefits of using the participatory methods, it is important that participants get toknow each other well.

Formulating workshop objectives

4. Make sure each participant has a pen and a card (seehandout 1 A) and ask them towrite down their objectives for attending the workshop in few sentences.

5. Let each participant share her objectives with her neighbour and get them to agree ona maximum of three objectives. Continue the same exercise by joining two pairs andagain agreeing on no more than three objectives. Repeat until there are no more thanthree groups. Distribute papers so that each group can make a presentation of theirobjectives. Allow at least 10 minutes for group discussions. Support each group inreaching a consensus. Have each group elect a spokesperson for the next step.

6. At the end of the 10 minutes, invite the spokesperson of each group to present their

objectives. Based on the presentations, facilitate a discussion to reach consensus onthe participants overall workshop objectives.

7. Introduce the IYES contents by linking the agreed objectives with workshop activities.Agree on the programme of activities and on how the objectives will be met.

Forming action and learning groups

8. Each participant will join both an action group and a learning group.

9. Action groups will be formed around participants product lines, e.g. food orhandicrafts. The groups should give themselves names related to their product.

Action groups will continue to exist throughout the preparation, execution and post-evaluation of the trade fair. Action groups should be formed with the agreement ofall participants. The closer the relationship between the product types in the group,the better the participants action learning process will be. If there are too manyproduct types, grouping similar products can help in forming groups of a reasonablesize.

10. Participants should also form learning groups in order to facilitate discussion on adaily basis. In the workshop, there should be more than four groups, with aroundseven members in each group. Each group should give itself a name. Ideally thereshould not be the same people in their learning group as in their action group.


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11. Every day, 20-30 minutes before the end of the days session, remind participants tojoin their respective learning groups and discuss the key points they learned duringthe day. These discussions should be based on the following three questions (whichshould be posted where they are clearly visible so that participants can easily refer tothem.)

I. Which key learning points will they apply?II. What problems might they face during application?III. What else do they want to learn next?

Collecting participants baseline data

12.Distribute the Baseline Data Collection Form (see handout 1 B) and step by stepexplain how each question should be completed. The co-facilitator should helpparticipants whenever necessary.

13. The completed forms should be collected and the responses checked. Try to re-dothose forms that are incomplete, inappropriately filled in or have any problems thatmight reduce the quality of the baseline data.

Personal entrepreneurial competencies

14.Give two copies of the Personal Entrepreneurial Assessment (see handout 1 C) toeach participant and ask them to read the statements carefully and mark only one ofthe three choices in the boxes provided next to the statements. Tell them to fill in bothcopies in the same way, but to write their name on only one of them. The other copyshould be anonymous so that they can make an honest and frank personalassessment.

15. Allow at least 15 minutes to complete the assessment.

16.After all participants have completed the assessment, distribute the ScoreInterpretation Guide (see handout 1 D) and explain the scores. Ask the participantsto give comments on the guide.

Collect the anonymous test results, as they will form part of the workshop documentationprocess. Make sure that participants keep their copy.

Make sure they can see the 3 questions (posted up at the end of session one) in order touse them as a basis for discussion. Ensure that they fill in the Workshop Daily EvaluationForms (see Annex 2).


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Objectives:By the end of the session participants will have: Identified key gender-related constraints that micro-enterprise operators facewhen trying to access markets Made a list of suggested ideas to overcome gender-related constraints to

improve market access

Duration: 90 Minutes

General notes for the instructor:This is a particularly important module that requires careful preparation.As much interaction as possible should be sought with participants.

Session process:Identifying the gender-related market access constraints for womenmicro-entrepreneurs.

1. Participants will start by reviewing the involvement of women in the MSEsector in their action groups.

2. Distribute the case study (see handout 2).

3. Ask the participants to identify key market access constraints, i.e. marketingknowledge, skills and infrastructures that are related to gender.

4. The action groups should get together and make presentations of key gender-related market access constraints. If the following points are not raised thefacilitators should add them:

Womens businesses are dominated by domestic skills learned from theirmothers and grandmothers (such as food and drinks processing, andhandicrafts).

Family activities are often mixed with business activities.

Many women have limited financial resources.

Family members are often involved in the business sometimes children,sometimes family members working beyond their capacity, and in a waythat limits their personal development.

Diversification occurs instead of business specialization.

Women experience limited mobility.

Women have little time available for business.

Women experience cultural and social constraints that men do not.

Women dominate micro-enterprises. The larger the size of business, themore they are dominated by men.

Identifying Market Access Constraints For WomenMicro-entrepreneurs



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5. Summarize the key points presented.

Overcoming market access constraints

6. Now that the main constraints for accessing markets have been identified, askparticipants to suggest their own solutions. Use stories of other WEs (e.g.videos)

2who have succeeded in overcoming business problems to inspire and

encourage participants to present their own ideas. Categorize their ideas into

marketing, and non-marketing solutions.

7. Tell participants that assessing key marketing concepts and applying them totheir own business situations should be an ongoing process.

Constraints related to women micro-entrepreneurs marketing skills

8. Ask participants for suggestions on the definition of marketing. Make sure towrite up their suggestions and through a discussion, work towards thefollowing definition of marketing: Identifying and satisfying customers needsprofitably.

9. Organize the participants in their respective action groups in order to discusshow the lack of marketing skills may limit their market access. Provide thefollowing points to guide small group discussions:

Identify customer needs and identify competitors.

Product design and development are important.

Use price setting and promotional prices.

Get products and services to customers effectively and efficiently.

Think of possible marketing promotion techniques.

Give the groups cards and pens to write on. The groups should choose someone topresent their findings in the next exercise.

10. Each action group will present its findings. In the subsequent discussion,encourage participants to summarize the marketing knowledge and skillsconstraints that they have identified. Write the key points on a flipchart. Ifparticipants do not raise the following points, they should be added by thefacilitator:

o Limited knowledge of how to use marketing and promotion techniques,including:

Limited knowledge and skills of how to research customers andcompetitors.

Limited capacity to improve existing products or develop newproducts.

Low quality products and poor attitudes towards quality.

Lack of skills in using pricing as a marketing promotion tool.

High cost involved in reaching customers.

Limited knowledge and skills of marketing strategies includingmixing product, price, place and promotion.

2ILO-WEDGE has case study videos from Ethiopia, Laos, Tanzania and Zambia for use. Go to

www.ilo.org/seedfor more information.


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Conclude the session by highlighting the combined effects on women micro-entrepreneurs and their enterprises of market access constraints and limitedknowledge and skills in marketing. Explain that in the next session they will focus onthe application of marketing and promotion skills, i.e. the role of trade fairs andexhibitions in helping women entrepreneurs access markets.

Remind participants to go to their learning groups to have an-end-of day

discussion and fill in the workshop Daily Evaluation Forms.


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Objective: -By the end of the session participants will have: Described different marketing promotion techniques Described how trade fairs can fit into an overall marketing strategy Decided on the most suitable trade fairs in which they should participate


Session process:

Marketing and promotion techniques

1. Ask participants to list the marketing promotion tools that they are already using intheir businesses. Write down responses so that everyone can see them. Thefollowing methods should be mentioned by the facilitator if they are not mentionedby the participants:

Sign boards, posters and leaflets

Word of mouth

Individual visits

Price discounts

Advertising in magazines and newspapers

Trade fairs and exhibitions.

2. Let participants review each marketing and promotion method, discussing forexample how and when it can be effective.

3. Ask participants how they could combine their current marketing and promotionmethods to obtain better results. Lead a discussion among participants onassessing the effectiveness of the marketing promotion combinations they alreadyuse.

Trade fairs and marketing strategies

4. Ask participants to define trade fairs and exhibitions in simple terms. Writeresponses on the flipchart. Among the answers include the following definition:

Exhibitions are displays, shows or presentations with the objective of sellingor communicating about products and services.

Developing and Adapting your Marketing Strategyto a Trade Fair



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Stress that women entrepreneurs are responsible for choosing their ownmarketing promotion strategy. Ask participants what would happen if theychose only one type of marketing or promotion strategy, such as trade fairsand exhibitions. The facilitator should stress that trade fairs are not always thebest way to communicate with customers, and should always be combinedwith other marketing and promotional activities.

5. Ask participants about the advantages trade fairs have as a tool for marketing

promotion. Write responses on a flipchart. If the following responses do not emergethey should be added by the facilitator:

They provide opportunities for buyers and sellers to meet face to face.

In trade fairs communication is improved by the use of all senses: looking, hearing,touching, tasting and smelling.

6. Lead a discussion to identify the role of trade fairs for promoting womensentrepreneurship. Write down the key points of the discussion clearly so thateveryone can see them. Distribute handout 3, and compare the points in thehandout with the participants own ideas.

Types of fairs for micro and small enterprises (MSE)

7. As exhibitions can be expensive, participants might ask how women MSE operatorscan afford to participate in, or organize, trade fairs. Even if participants do not raisethis point, the facilitator should raise this issue for discussion.

8. Lead a discussion on the possibility of organizing women micro-enterprises toparticipate in trade fairs at low cost. Demonstrate that participation in trade fairs canbe possible with limited resources. Explain that it is possible to promote womenentrepreneurs trade fairs by using low-cost tents, sheds, display tools and

equipment, decorated stands, and by inviting visitors.

Conclude the session by telling participants that in the next session they will start by

setting objectives for their own participation in a trade fair. Dont forget to remindparticipants that they should go to their learning groups to have an end-of-daydiscussion. They should also fill in the Workshop Daily Evaluation Forms.


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Objective:-By the end of the session participants will have: Identified the difference between sales and communication-related objectives

Practised setting feasible objectives Set realistic objectives for their trade fair participation


General notes for the instructor:It is important to tell the participants to bring to the next session (Session 5) samplesof products they are planning to display during the trade fair.

Session Process

Sales and communications objectives

1. Introduce the session and tell participants that in this session they will learn todifferentiate between sales and communications objectives and how to setfeasible objectives.

2. First ask participants to try and differentiate between objectives that relate to salesand those that relate to communication. After receiving some responses,distribute Handout 4Aand ask participants to identify Sales, Communication

or Sales and Communication objectives. Allow at least 20 minutes to completethe exercise.

3. Distribute Handout 4Band ask participants to compare this with their answers.Discuss the results and encourage them to ask questions.

The objective setting game

4. Play the Objective Setting Game. Distribute a card to each participant and tell herto write her name on the card. Allow participants five minutes to set a miniobjective (any objective that can be achieved within two minutes) and write it onthe card.

5. After five minutes, ask participants to post all cards on the soft board or put themon the wall.

6. Invite 5-10 volunteers to demonstrate some practical ways of trying to meet theirmini objectives (e.g. by describing situations or through role plays.). Allow twominutes for each of these exercises. Remaining participants to act as observersand timekeepers.

7. After volunteers have performed their mini objectives, ask observers whether theobjectives were fulfilled and, if in some cases they could not be fulfilled, to identifywhat constraints were faced.

Setting Focused Objectives for Trade fairParticipation



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SMART goals

8. Give the participants handout 4C and introduce the SMART approach toobjective setting. According to this approach, objectives should be Specific,Measurable, Achievable, Realistic and Time-bound.

9. Distribute two cards to each participant and ask them to write their own personalobjectives for participating in the next trade fair. Stress that each participantshould not set more than two objectives, and that each objective should notexceed three sentences.

10. After fifteen minutes ask participants to display their cards so that each objectivecan be considered in a general discussion. In order to save time, similarobjectives can be discussed together.

11. After the feedback discussion, allow the participants another ten minutes to revisetheir objectives. Collect the revised objectives as part of the action researchdocumentation process and try to ensure that each participant also has her owncopy of the objectives.

Conclude the session by reminding participants that they can still revise theirobjectives for participating in the next trade fair. However, the revised objectivesshould be finalized before the end of the workshop. Each participant also needs to givea copy of the finalised objectives to the facilitator.

At this point participants should be asked to bring samples of their products for the nexttraining session. They should also be reminded to go to their learning groups for an end-of-day discussion, and to fill in the Daily Workshop Evaluation Forms.


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Objectives: By the end of the session participants will have:

Analysed the quality of sample products proposed for the trade fair Suggested ideas to improve product quality Prepared action plans to improve each participants own product quality


General notes for the instructor:Participants will bring samples of their products for this session. The facilitator willneed to provide one envelope for each participant; a small table; markers; paper;glue; tape and scissors.

Session process

Understanding products as solutions to customers problems

1. Distribute at least three cards to each participant and ask them to use one card foreach product. If participants have more than three types of sample products orservices, ask them to choose only three for the exercise. Refer to the sampleproducts and ask participants to give their reasons for making the products. Allowthem at least 10 minutes to write the responses.

2. Read the responses and categorize them into two groups. Responses given basedon the product or services benefits to customers and responses from thecustomers perspective should be put in group-one. Any other type of response willbelong to a second group. The following are examples:

Responses related to benefits to customers

I know people have XXX needs/problems and that is why I made theproduct.

Other responses Because I have good technical skills in making the products.

Other people are selling the products. Why not me?

Because I have the financial resources, I can make the product.

3. Ask participants why they buy a product or service for personal use. Use one or twospecific examples from participants personal belongings, such as their clothes,bags, pens, what they had for breakfast or the taxi they took to attend theworkshop.

Improving Your Product Design andDevelopment Skills



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4. Write the responses on the flipchart. Among them, the following can be included:

To achieve comfort

To be healthy

To be clean

To be in style

To satisfy an appetite/thirst

To be happy

To save time

5. Let participants compare their responses with the responses they gave for makingtheir own products. Lead a discussion with the group to persuade them about theadvantages of viewing products from the customer or buyers perspectives.

Product Design

6. Ask participants to suggest a range of products. Write participants ideas on theflipchart, then write the following statement on another flipchart and checkparticipants responses against the statement.

A good product is any item that satisfies a customers need

7. Based on the exercise, ask participants to list their products individually and write theservices or benefits of the products to customers. Distribute handout 5 A so thatparticipants can fill them, thus making a self-assessment of their products.

Improving product quality: The product quality analysis game

8. Ask participants to display their products using small tables in the workshop room.Make sure that each participant has enough space to display her products. Tellparticipants to identify their table, for example, by putting their name on paper and

folding it to make a simple name stand. Apart from this, allow them to organizethemselves as they wish and on their own.

9. Explain to participants that they are going to evaluate each others products. Distributehandout 5Band allow participants a few minutes to read the Handout. It can give themsome extra points to consider when it comes to evaluating.

10. Distribute handout 5Cand explain the rules. Then give them the Product AnalysisForm and step-by-step explain the form by using a flipchart. Describe how theyshould evaluate the products on a scale of 1 to 5. Participants should not write theirnames on the forms. This will make it easier for them to provide frank evaluations.

11. Once the displays are complete, invite participants to make their assessments.Each participant should evaluate at least 3 products or services from otherparticipants. Give them 10-15 minutes and ensure that each participant obtains areview for at least two of their products. After the assessments are complete, tellparticipants to put the forms in the labelled envelopes labelled with the name of thestall or stall holder (one envelope for each product should be given to the stallholder for their own learning).


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12. Go to each producer/exhibiter, select one product or service at a time, and look at theproducts finishing and general standard. Check the most common quality problemsexperienced by small producers, such as: rough finishing, the sewing is not straight;the edges are sharp, uneven, or twisted.

13.Show each product individually to the group and invite them to try to find somethingpositive to say about each one of them like the colour, design or finishing. This isimportant as people always find it difficult to cope with criticism in public. Remember, tobe really constructive it is necessary to encourage as well as criticize.

14.Next point to the areas that need improvement. Be careful to do this in a verydiplomatic way. Make suggestions; do not give orders. As much as possible try andmake the participants feel that they are coming up with the proposed improvementsthemselves. Do this by encouraging them to talk about the suggested ways ofdealing with a particular problem.

15. Repeat the exercise with every product. Try to ensure that at least one positivecomment has been made for one of the products of each participant.

Dont forget that participants should go to their learning groups to have an end-of-daydiscussion and to fill in the Daily Workshop Evaluation Forms.


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Objectives: By the end of the session participants will have: Made a detailed list of costs

Classified costs into variable and fixed costs Calculated the cost of making one product

Listed at least three problems in pricing

Calculated prices for one product

Started to set promotional prices for the trade fair

Begun preparing a price list and started to make attractive price tags


Notes for the instructor:The costing session is necessary both for product design and development, and for

making important decisions on improving existing products. Participants can useimproved costing skills both for current and future products. Since cost is one of themain factors in determining the price of a product, it will logically build participantspricing skills if it is conducted before pricing.

The importance of pricing in improving the marketing skills of women entrepreneurscannot be underestimated. During trade fairs, prices for new and improved productscan be tested. In trying to access new markets, the pricing used at trade fairs canalso have an important role. During trade fairs, prices can be used as a promotionaltool. Show that prices are normally set to try and increase sales. In addition to pricesetting, price-labeling skills are needed by women entrepreneurs. Prices should

always be clearly displayed using a price list or price tags.

Pricing itself not simple. Some cost factors are controllable while others are not. Themethods for pricing products are not universally applicable. There must be a clearunderstanding of the objectives to be achieved when setting prices. In addition topromotional prices, the trainer needs to be prepared to provide information on otherpricing methods.

Before the session, review the participants objectives for participating in the tradefair. Use the objectives that participants have identified at the beginning of theworkshop process. Prepare coloured pens, large sheets of coloured paper, threadand scissors.

Costing and Pricing Your Products Prepared: October 2004


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Session process:

Definition of cost

1. Ask participants to define what a cost is and the various types of costs. Writeparticipants ideas on a flipchart. Lead the discussion towards the statementthat: A cost is the amount of expenditure incurred or the value of economicresources used to make a specific product or provide a particular service.

2. Distribute handout 6A and ask participants about the benefits of having and usingproper costing skills for improving their business performance. Write participantsideas on a flipchart. Make sure that the following points are included:

Setting more appropriate prices

Enabling a reduction or better control of costs

Improving decision-making in important areas such as: the purchase of newequipment and machines; new technology and changing productionmethods.

Assistance to improve the women entrepreneurs work on product design

and development Assistance to improve the business plan preparation process

Assistance to identify sources of profit and loss in the business.

3. Ask participants how they normally calculate the total cost of production. Discuss inparticular the problems related to making rough estimates or guesses based on littleor no record keeping. Together with participants, identify problems related tocosting in a small business. This should include:

Increased prices due to rising costs of production

Poor recording of financial transactions

Costs are not seen as flexible and dynamic Cost reduction is often seen as being the same thing as a reduction in

product quality.

Material costs

4. Explain to participants that the material expenditure for a specific productconsists of two related components, i.e. the cost price per unit of materialmultiplied by the quantity used. Provide handout 6B.

5. Invite participants to give an example of one material cost that they have inrelation to one of their products, by providing an estimate of the quantity of

materials used and the price per unit of the materials.

Quantity of material used x Price per unit = Materials cost

6. Take at least 3-5 sample products and calculate the material cost for each. Letthe producers (participants) calculate the material cost per unit. Lead the groupto complete the exercise as shown in the following example (note that thefollowing is only an example, and where possible participants own productsshould be used for the exercise).


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Specific product Quantity used x Price/unit = Materialcost

Bamboo stool (medium size)25 X 25cms

Bamboo 3m Birr3 3 per

meterBirr 9

Curtain 1.5m X 2m Plain cloth2m X 2.5m

Birr 10 persquare metre

Birr 50

Allow participants at least 5-10 minutes to take one of their sample products andidentify the different materials needed for making it. Then estimate the material

expenditure as described above. Invite participants to ask questions and encourageother participants to answer. Make sure that all participants have understood andcompleted the exercise correctly before moving on.

Classifying costs

7. Explain to participants that they have only discussed one of the main cost itemsof the total cost of making and selling a product or service. Continue by askingparticipants to list other cost items. Write participants responses on the flipchartand make sure that most of the following cost items are included in the list.

Labour costs of production

Rent

Packaging cost

Depreciation of machinery and equipment Maintenance of machinery and equipment

Materials and parts for production

Advertising

Postage

Entertainment

Transport and fuel for the manager

Owner/manager salary

Stationery and printing

Salesperson salary

Cleaning costs Insurance

Finishing costs

Salaries for office workers or other workers

Transport costs

Telephone and communication costs

Utilities (electricity and water)

8. Explain that there are different ways of categorizing costs. For the purposes ofthis workshop, the total cost of a product will be divided into variable and fixedcosts.

9. Ask which costs they believe should be categorized as variable costs and why.One answer is: Those costs that can vary directly with changes (increase ordecrease) in output.Repeat the above exercise for fixed costs. The definition of fixed costs being:costs that will not change with output within a period of time, such as shoprent.

3The Birr is the currency of Ethiopia, please use you own currency in this example.


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Product costing exercise

10. Emphasize that there are two common methods of calculating costs. Onemethod is top down: by starting from the market value of similar products anddeducting the costs. The second method is to calculate the costs as shownbefore, as if one were producing and selling the products. Provide handouts 6Cand D.

11. An example is to calculate the total per unit cost of producing a bamboo stool

using the top down approach is provided below. In this case, we assume thatthe price is Birr 30 (Ethiopian currency used here for illustration purposes)

Product Costing Form

Price 30

Variable cost itemsMaterial costs

Bamboo- 3 meters at Birr 5 per meter 15.00

Varnish- 125 grams at Birr 40 per kg 5.00

Cola- 125 grams at Birr 32 per kg 4.00

Sub-total for material costs 24.00

Variable labour cost- 3 hours at Birr 1 per hour 3.00

Total variable cost 27.00Fixed costs for 3 hours at Birr 1 per hour

4 3.00

Total cost 30.00Profit (Selling price (35.00) Total cost (30.00) = X (5.00)) 5.00

The definition of price

12. Ask participants to define price. Elicit answers to include: the amount of moneycustomers are willing to pay or price is the customer's definition of value.

13. Emphasize that every price should cover the cost of production and profit.Recall the previous session on costing and display the results of the productcosting exercise on the flipchart

14.Recall the brief discussion on marketing during session one, and brieflyremind the participants of the role of price as one of the four marketing tools.In particular, emphasize the importance of setting prices that can reinforceother marketing elements.

Setting Prices

15. Based on the definition of price, and its use as one of the four marketingingredients, ask participants to share their experiences in setting prices. Allow atleast 20 minutes for the sharing of individual experiences. Lead the discussionto elicit the key problems associated with price setting. Make sure that thefollowing points are mentioned in the discussion:

Prices do not include the cost of production

Little or no use made of market information in making pricing decisions

4Fixed costs of rent, transport, electricity, water, interest on loan per month is Birr 240 divided by 30 days

and the result per day divided by 8 hours per day.


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The use of price as a sales promotion tool is not well known

Prices are not set based on targeted marketing objectives

Problems associated with high production costs make sales pricesuncompetitive in the market

The benefits of price labelling are not known

16. Distribute cards. Ask participants to team up in pairs and together make a list ofthree factors to be considered in setting prices, allow at least 10 minutes. Collect

and display the cards and lead a discussion on creating a common list offactors. On the flipchart, write the factors as the discussion continues. Distributehandout 6E, and compare the information in the handout with the list of factorsdeveloped in the discussion.

17. Remind participants of the costing calculation that they did during the previoussession. Post the result of the costing exercise on a flip chart and step-by-stepexplain to participants how to calculate a sales price based on the total cost ofproduction. Tell participants that this type of price setting is called cost pluspricing, and demonstrate through the following example:

Step 1: Calculate the per-unit cost of production for a lampshade, e.g. Birr

40. Step 2: Estimate the mark-up for each lampshade as 25% the cost of

production or Birr 10 and add this on to the cost price to provide for theoverhead costs of the business.

Step 3: Add the amount of mark-up to the cost of production and calculatethe total cost, i.e. Birr 40 + 10 = Birr 50

Step 4: Add a certain percentage, say 20 per cent, to the total cost and tellparticipants that this figure is known as a profit margin.

18. Ask participants to recall the objectives they set for participating in the trade fair.Divide participants into four groups according to the nature of their trade fair

objectives. The groups can be formed around the following four objective basedcategories: new product development; increasing sales; testing prices andaccessing new buyers or new markets. Ask these groups to discuss:

Which pricing options they will follow? Lower, higher, or the same?

What will be their price compared with the cost of production?

Give reasons for setting the price.

19. Allow at least 15 minutes for the groups to complete the task. Distribute markersand flipchart papers so that each groups spokesperson can present the keypoints.

20. The groups should write down the key points in their discussion and choose aspokesperson for the next step.

21. Invite each spokesperson to present their findings. Allow differences to emergeduring the presentation. Tell participants that it is natural for differences in pricesetting to emerge due to the variety of individual marketing objectives.

22. Summarize the discussion by highlighting the key points. Make sure that the


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following points are included:

In some cases, prices can be high in order to try and test the market, butmay gradually be reduced to a level for sustaining profitability.

Promotional prices and price-cutting can be used for a limited period such asduring trade fairs. In addition to the promotional value, it is important toconsider when trying to get an increase in the volume of sales.

When introducing a new product, some businesses temporary set prices

below their cost price. This can be an action to help them to increase marketshare.

Prices can also be set at a profitable level, i.e. at a percentage above thetotal per unit cost of production.

Price labelling and price listing

23. Ask participants about the advantages and disadvantages of price labelling andprice listing for the forthcoming trade fair. On the flipchart, write the advantagesof trade fairs, making sure that the following points are raised:

It allows time for the visitor and exhibitor to discuss other matters relevant to

the product, such as quality. The visitor can get information on prices without necessarily asking the

exhibitor The visitor can compare prices and qualities from different suppliers

24. Write some of the disadvantages of price labelling and ask participants for theirviews. Some participants might say that price labelling is a tedious job and takesa long time. Price labelling can be tedious but has several advantages. Pricelabelling for exhibition purposes should be carried out on all of the displayproducts.

25. Invite participants to prepare price marks, price tags and/or a price list for thetrade fair. A price list has additional advantages for any prospective buyer, asthe retail and wholesale prices of all the products being exhibited at the trade faircan be listed.

26. Distribute handout 6Fand invite one volunteer to explain how to use the formas shown in the handout. Check that all participants have understood theinformation in the form. Tell them that they need to prepare a price list for thetrade fair and make sure that they prepare enough copies (e.g. 100-200depending on the number of visitors expected).

27. Inform participants about the following rules for price labelling and price listing:a. All goods must have a price mark, price tag and/or be on a price list.b. Price marks or price tags must be clearly visible.c. Place price marks or tags so that the display will not be negatively affected.d. Price marks should be clear and attractive. Try using different colours.

Dont forget to ask participants to go their learning groups for the end-of-daydiscussion and to fill in the Daily Workshop Evaluation Forms.


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Objective: By the end of the session participants will have: Developed a promotional theme for the trade fair participation Listed the type of promotional activities they will use during the pre-trade fair

preparations and during the trade fair Identified appropriate occasions for handing out promotional materials and

who to give them to


Session process:

Preparing a promotional plan

Step 1: Developing a promotional theme or overall messageParticipants should organize into their respective action groups.

Step 2: Identifying the target group (potential buyers/clients)Each participant will prepare a list of the groups potential buyers/clients (target group).The main criteria for selection should be the interest that the target group has in theparticular products. There may be slight variations among the groups members, whichmay be evident from reading the list. Participants can continue to modify their targetgroup list throughout the training course.

Each group will be given the task of drafting a promotional slogan that can bereinforced through various trade fair promotion activities. The slogan should take intoconsideration the types of products or services that are being promoted, and the groupbeing targeted.

Step 3: Establishing Promotional ObjectivesEach participant will write down objectives for their trade fair promotional activities.Emphasize that the objectives should be in line with the trade fair objectives, as well asthe women entrepreneurs overall marketing strategy.

Step 4: Selecting the most attractive product or service for promotion.Participants will discuss the advantages of selecting the most attractive product(s) forthe show.

Preparing for, and Getting the Most from, TradeFairs



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Preparing promotional materials

1. Ask participants to list promotional materials commonly used for trade fairs.Write responses on a flipchart. The list may include the following:

Brochures

Leaflets

Flyers Posters

Business cards

Banners

Catalogues

2. Each participant should be asked which promotional methods they will use andtheir reasons for using them. Discuss the ideas amongst the group

3. It should be agreed that the choice of promotional methods takes the situationsof the specific exhibitors into account, as well as the nature of their products and

services. However, the need for certain items such as business cards,catalogues and brochures is universal. Without them the exhibitors are likely tomiss a lot of opportunities.

4. Ask participants to discuss the following question: Should you bring a largenumber of copies of promotional materials to the trade fair? Lead a discussionand try to include the following suggestions:

Bring along a minimum number of copies of brochures and leaflets (e.g.100-200, depending on the number of trade fair visitors expected), asthey might require a large amount of space and might create a mess on

the stand.

Put a selection of these promotional materials clearly and neatly ondisplay, marked as For display only.

If visitors require or request a copy, you can give them one from yourlimited stock (of 100-200) which should be kept out of sight. You mightalso want to have more concise brochures and leaflets on display withPlease Take One written on top, assuming of course that you have alarge supply of them.

5. Letters and Invitation Cards: Give participants about 15 minutes to work on thefollowing written exercise in box 2.


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At the end of the 15-minute exercise, invite each pair to read out the letters. Askparticipants to vote for the best letter and give the winner a prize. Next, informparticipants to go to their learning groups for an end-of-day discussion, and to fill intheir Daily Workshop Evaluation Forms.

Box 2: Invitation letter exercise:

Work in pairs and prepare a half-page invitation letter that willstimulate interest and encourage acceptance by the potential visitor(the person being invited). You need to emphasize your ownuniqueness (the uniqueness of your enterprise; your products andyour services), and also offer some incentives for the visitor to cometo your stand during the show. Consider the following points:

The letter should be sent 1-2 weeks before the event The letter should be concise and laid out in short, business-like

paragraphs

Consider how you are going to measure or track the successor effectiveness of the letter?


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Session process:

Finding a suitable site and designing your stand

1. Emphasize that organizing trade fairs for women informal economy operators andwomen-owned micro-enterprises does not always require expensive exhibitionhalls. Stress the possibility of using low-cost venues, as long as the trade fairlocation is easily accessible for visitors and participants. Remember to take intoaccount easy access for people with disabilities, including for women entrepreneursand visitors alike.

2. Tents of different sizes can usually be rented for 1-2 days. The total size of the tentcan be planned, based on the various product categories and the space needed foreach stand (see handout 7A).

3. Participants should discuss the advantages and disadvantages of each standlocation. Conclude the discussion by emphasizing the importance of other factorsthat can reduce the effectiveness or benefits of a specific site. The advantages ofstand location could be lost if displaying, visitor handling, and presentation are notwell planned. Enhancing trade fair promotion and the participants exhibiting skillscan help to overcome any disadvantages that arise due to stand location.

4. Participants should openly discuss the total available stand space, including makingsufficient provision for the circulation of visitors. They should also propose a planfor allocating stands by various product categories. Depending on the nature of theproducts (and weather permitting), external spaces can also be used. For example,


Getting a Suitable Site, Designing andDecorating your Stand, and Preparing yourDisplay


Objective:By the end of the session participants will have: Identified and secured a suitable site where they can prepare for their

exhibition Identified at least four vital functions of a trade fair stand

Selected and started making an appropriate display capable ofattracting visitors attention

Listed at least three objectives for decorating stands and displayingproducts at the show

Learnt to illustrate working models and demonstrations for productdisplay

Understood what equipment and display aids may be needed

Started practising stand decoration and display



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food and drink stands can be placed in appropriate external locations close to themain tent or exhibition area.

5. Mediate between participants so as to ensure a fair distribution of the availablestands at the planned practice event. Once the site has been sub-divided intoproduct categories, the location of individual stands should be decided by an opendraw. Participants with the same product should draw from the same category.

Creative decoration and display

6. Ask participants to make a plan on paper for the stand space they will be allocatedfor the trade fair. Tell participants that the maximum space they will have rangesfrom 2-3 square metres, and that the challenge is to display products well in thislimited space.

7. Get the participants to suggest various reasons for decorating stands anddisplaying products. The answers may include:

To attract visitors attention

To create a good impression

To differentiate your products or services from those of your competitors

To give a good impression of your product quality

8. Ask participants to list the range of display equipment and tools that they may needfor the trade fair and that are affordable. The list should include the following:

Shelves

Display cubes, boxes or stands

Racks

Hangers

Ropes Nails

Hammers

9. Stress to the participants that the role of using display aids with eye-catchingimages and graphics is to attract visitors. They should make their display bothattractive and functional. Ask participants to list affordable display aids for theplanned trade fair. Examples that could be included are:

Posters

Colours

Pictures (particularly large pictures of products in use) Logos

Banners

Lighting

Flowers

Throw overs: A table covered with a bright cloth can make your displaystand out


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Working models and demonstrations

10. Suggest that demonstrating the product or service in use can be a very powerfuland effective attraction for visitors. Ask participants why they think working modelsand demonstrations have the power to attract visitors.

11. Other useful issues that should be covered include:

What are the benefits of displaying the product itself?

Answer: It gives the visitors an opportunity to use all the five senses: looking,hearing, smelling, tasting and touching as well as talking about it. This willenhance the decision-making process and their buyer behaviour.

What if the product you are going to display is too big or too expensive to bring tothe fair?Answer:Bring a scale model or use a video film, as this can provide a view of theproduct in use.

What will you do if your product is too small to be displayed?Answer: Make a model of very big one (blown up) and this will help to add anelement of surprise and fun to your display.

Participants in the service or trading sector may ask the question: How doservice providers make use of demonstrations at trade fairs?

Answer: An exhibitor can present the most attractive benefits of theservices for the visitor. It is important to select the most powerfulrepresentation of the benefits. One or two minutes of demonstration canbe enough to attract a visitors interest to find out more about the service.One can also have pictures (i.e. before and after using the service)

Setting rules for good product or service display

12. Working in pairs, ask the participants to write at least three rules for making productdisplays functional and more attractive to visitors. Allow at least 10 minutes for the

task.

13. Write up the contributions from each pair on the board, and agree with participantsthat each rule can help to communicate the advantages and benefits of theirproducts and services. Distribute handout 7B.

Practising stand decoration and display

14. At least two days before the actual trade fair opening, participants should preparetheir stands and decorate them. On-the-spot feedback should be given andimprovements made as part of the workshop follow-up and support programme.

Remind participants to go to their learning groups to have an end-of-day discussion,and fill in the Daily Workshop Evaluation Forms.


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Objective:By the end of the session participants will have: Practised at least three opening lines to use with visitors and

customers Listed at least two sentences for disengaging from visitors Described how to make quick disengagement from some visitors Practised at least three important words to use when exhibiting at

trade fairs Listed at least three reasons for applying effective time management

at the trade fair


Session Process:

Approaching visitors

1. Ask participants to list the different types of trade fair visitors. The facilitator shouldwrite all responses coming from the participants.

2. Once the types of visitors have been listed on the flipchart, guide the participants toclassify or categorize visitors into the following groups:

Casual browsers

Qualified buyers

3. Ask participants why it is important to identify the casual browsers from the qualifiedbuyers.

Answer: To disengage quickly from the casual browsers so that exhibitors can usetheir limited time to focus as much as possible on qualified buyers.

4. Invite four volunteer participants to form two groups and to engage in a role-playexercise on making opening statements at a trade fair stand. One member of eachgroup should act as an exhibitor, and the other as a visitor.

Request the first group to perform the following role-play:Exhibitor: Madam, Can I help you?Visitor: No Thank you, Im just looking.Then the participant should leave without saying anything else.

Request the second group to perform the following role-play:Exhibitor: Hello, how are you enjoying the show?Visitor: It is good. A lot of things are happening this time.Exhibitor: What attracted you to my stand?Visitor: Oh That leather wallet. Let me have a look at it please.

Managing Your Stand During the Trade Fair Prepared: October 2004


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Ask participants why one of the two groups was able to develop and continue aconversation.Answer: The first groups closed question risked leading to a dead end. However, thesecond groups open question was likely to lead on to other topics. Explain thatintroductory questions should be open-ended and require more than a Yes or Noanswer.

Ask participants to form two groups and tell one group to think of good opening

questions and the other group to think of bad ones. They should also describe thereasons why they think they are good or bad. The following are examples:

Good opening questions:

How are you enjoying the show?

What attracted you to my stand?

What do you do for your company?

How would you plan to use this product?

Are you involved in the decision to buy the product?

What brings you to the show this time?

Have you found what you are looking for at the show?

Bad opening questions:

Can I help you?

How is your health?

How is the weather today?

Moderate (in-between) opening questions:

Have you seen my products before?

Did you already know about my business?

What job do you have in your company?

Ask the two groups to present their lists and discuss whether the statements aregood or bad opening statements, and why.

Disengaging from some visitors

5. Explain to participants that they need to disengage from dominant or time-consumingvisitors. If they stay too long with one person, it can affect their chances of meetingother people offering better sales prospects. In particular, ask them to suggest whatthey can say to disengage from a visitor.

Examples:- Dont hesitate to let me know if you need further assistance.- Please feel free to browse and let me know if you need help.- Please excuse me while I assist this visitor.

Managing your time during the trade fair

6. Ask participants why it is important to manage time effectively at the trade fair?Guide the discussion to conclude that they need to talk with as many potentialcustomers as possible within the short time available at trade fairs.


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Important words to use when selling at trade fairs

7. Ask participants to list the key points they will use for exhibiting and selling duringthe trade fair. Examples:

Price

Quality

Price/quality ratio

Useful, efficient product

Time saving product

Remind participants to go to their learning groups to have an end-of-day discussion,and fill in the Daily Workshop Evaluation Forms.


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Objectives: By the end of the session participants will have:

- Identified the type of information needed for a Business ContactForm- Started filling in Business Contact Forms- Started filling Daily Sales Records- Become familiar with the exhibitors section of the Daily Record

Form


Notes to the facilitator

Before the session, put a large copy of the Exhibitor Sales Record Form (8B) andthe Exhibitors Daily Record Form (8C) on the flipchart

Session Process

Reviewing objectives of Business Contact Forms (BCF)

1. Emphasize that each participant must get an opportunity to use the forms. It isimportant to identify one or two members from the group who will assist thefacilitator in ensuring that everyone can use the forms. Such responsibilities willstrengthen the participation and ownership of the trade fair training.

2. Remind participants that the most important person in trade fairs is the visitor.Thus, getting information about the decision-making ability of the visitor as quicklyas possible is an essential skill.

3. Also remind the participant of the role played by participants (session 9) involvedin handling visitors at the trade fair stand, and ask them to list importantinformation collected about the visitor.

4. Write participants responses on the flipchart. Try to make sure that the following

points are mentioned in the list: Visitors full name

Position in Business

Line of business

Type of business

Complete business address

Visitors need

Recording Your Trade Fair Participation Prepared: October 2004


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Using the Business Contact Form (BCF, handout 8A)

5. Once participants have mentioned most of the information distribute handout 8Aand ask them to categorize the questions in the Business Contact Form based onthe six ACTION points below. The following are the likely responses:

Authority: The decision-making ability of the visitor (the importance of the

visitor) Capability: The financial, human or technical standing of the visitor or the

visitors business

Time: When is a visitor most likely to buy products

Identification: The complete address of the visitor must be identified-thisincludes physical location, mail, fax, telephone, and e-mail.

Obstacle: What potential problems could be experienced Needs: What are the needs of the buyers or visitors? How do your

products or services satisfy those needs?Check that every participant is familiar with the form before moving on.

6. Ask participants to compare the different uses of a business card and a BusinessContact Form (BCF) in trade fairs and exhibitions.Answer: With business cards, it is not possible to obtain the informationnecessary to start a business relationship. Therefore, using only business cardsin trade fairs is not recommended.

7. Tell participants to start practicing in pairs how to use the BCF. Give the followinginstructions for the role play

The role-play will have two rounds

Each participant will assume the role of visitor in the first round and therole of exhibitor in the second round

The exhibitor must fill in the form

They will have about 10 minutes for each roundAlternatively ask two volunteers to demonstrate the role-play, and invite the group todiscuss the strong and weak points in the role-play. Once participants learn from thedemonstration, ask them to do their own role-play.

9. After 20 minutes, reconvene the group and ask for feedback on one role-playexperience. Ask them:

What was easy?

What was difficult?

How long it took, and how can it be done properly and effectively duringthe trade fair?

Encourage participants to raise any questions or problems related to filling in theform, and encourage them to find solutions during the discussion that follows.

10. Tell participants that they will use the same form during the trade fair, and stressthat the BCF is to be used for important visitors only. Stress that the form must befilled in accurately, and that a copy of each must be given back to the trade fairfacilitator to assist with follow-up support.


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Recording daily sales in the Exhibitor Sales Record Form (SRF)

11.Distribute handout 8B and ask participants to read it. Invite one volunteer todemonstrate how to fill in the SRF. Provide some examples to guide theparticipants. Use the large copy of the form already prepared in advance on theflipchart.

12. Tell participants that if some of them have only a small number of high value productsthey can use a receipt book that can be bought from any stationery shop.

13. Check that all participants are familiar with the SRF sothat they can use it during thetrade fair. Ask about the importance of recording every sales transaction, and listparticipants responses on the flipchart. Responses can include the following points:

It is difficult to remember all sales and costs

It allows one to focus more on the promotional and communication objectivesof the trade fair

It will give information on the value of sales during the trade fair

Trade fair facilitators can obtain information very easily from the exhibitors.

Filling in the Exhibitor Daily Record Form (DRF)

14. Use the pre-prepared large Exhibitor Daily Record Form (DRF), explain it anddemonstrate how they can fill in the different parts of the form. Ask participants toidentify the sources of information needed to fill in the DRF. In particular, ask themto refer to the forms they have already used in this session. Collect 5-10 formsalready used by participants during the session. Together with participants,summarize the forms and transfer the information to the DRF. Invite one volunteerto come and do the same exercise. Ask if there are any questions about how to fillin the form. All participants must be clear on how to use the forms before ending thesession.

15. End by stressing the importance of keeping records. Mention the benefits for

participants who own businesses, as well as for those organizing or sponsoring thetrade fairs/exhibitions and assisting the women entrepreneurs (e.g. projects, NGOs,ILO or government unit).

Remind participants to have their end-of-day discussion in the learning groups, and fillin their Daily Workshop Evaluation Forms.


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Objectives: By the end of the session participants will have: Listed at least five reasons for evaluating their participation in trade fairs Introduced three tools for evaluating exhibitions and fairs


Notes to the facilitator:

IYES uses a participatory evaluation approach. By conducting participatory a pre-trade fair workshop and involving women entrepreneurs in the management of thetrade fair process, it is possible to develop a sense of ownership. With theknowledge and skills developed and applied at the trade fair, participants

confidence is raised to the extent that they are able to organize their own tradefairs.

The ultimate goal of the evaluation is to create a capacity in womenentrepreneurs to establish networks and develop their own market accessprogrammes. In order to build participatory evaluation, women entrepreneursinvolvement must start with the pre-trade fair workshop. Thus, this session onmonitoring and evaluation is intended to develop participants knowledge andskills in using and applying evaluation tools. The facilitator therefore needs toassist participants in improving the quality of data collection starting with pre-tradefair workshop, continuing throughthe process and including post-trade fair follow-upactivities.

Session Process

Why evaluate exhibitions and fairs?

1. Ask if there are participants with previous trade fair experience. Invite them to sharetheir experiences. Ask them if they made an evaluation, and what actions were takenafter evaluations.

2. If there are no participants with trade fair experience, continue by asking them whythey think trade fair participation should be evaluated. Refer their discussion onsetting their own trade fair participation objectives.

3. Write participants ideas on the flipchart. Responses can include the following points:

To check the effectiveness of the trade fair in relation to set objectives

To decide if the trade fair has helped with their market access problems, andif so, how.

To see what aspects can be improved upon

To improve the performance of organizers and facilitators

To improve preparation for trade fair participation.

Evaluating Your Trade Fair Participation Prepared: October 2004


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4. Tell participants that evaluations are used for making and executing decisions. If theevaluation is not used, it can lead to a waste of resources.

Who are trade fair evaluators?

5. On a flipchart, write participants responses to the question: Who should evaluatetrade fairs? The responses can include the following:

Trade fair participants

Trade fair trainers and facilitators Trade fair organizers or BDS providers

Visitors

Sponsors

What to evaluate in relation to exhibitions and trade fairs?

6. Ask participants to identify key areas of trade fair evaluation. Write participantsresponses on the flipchart and ask them to relate their answers to the objectives oftrade fair evaluation that they have already discussed. Compare participantsresponses with the following key areas:

Trade fair planning Exhibitors baseline situation

Identifying and promoting a market

Suitability of trade fairs in general

Effectiveness of pre-trade fair workshop

The promotion of the trade fair

New ideas obtained

Market survey(s) conducted

Choice and quality of exhibits

Stand location

Visitor handling

Number of visitors Quantity and quality of business contacts

Value of sales and sales orders

Other exhibitors performances

Networking between participants

The trade fairs cost-effectiveness

When to evaluate exhibitions and trade fairs?

7. On another flipchart write When are trade fairs evaluated? Some participants maysuggest that this should be done at the end of the trade fair, or they may offer otherideas. After accepting participants ideas, include the following points on the flipchart:

Pre-trade fair evaluations: should include the collection of baseline data;entrepreneurship assessment; pre-trade fair workshop; selection of themarket; trade fair promotion; identification of potential visitors; stand location;stand preparation and display.

During the trade fair: visitor handling; enquiry recording; sales; salesorders; new ideas; market surveys should be assessed

Post-trade fair evaluation: business leads followed up; the quality ofvisitors; trade fair planning; networking; trade fair organisation andmanagement should all be assessed.


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How to evaluate exhibitions and trade fairs (the IYES evaluation tools)

8. Ask participants to describe how to evaluate trade fair participation (what informationto collect and analyse and what tools to use?). Write down their suggestions on theflipchart. The following suggestions need to be included in the list:

By conducting a daily trade fair debriefing session

Using the Exhibitor Daily Record Form and Sales Record Form

Using the End of Trade Fair Evaluation Questionnaire

Post-trade fair debriefing session Post-Trade Fair Follow-up Survey Questionnaire

Using the Business Contact Form

Using the Baseline Data Collection Form

Using the entrepreneurship competency assessment

Open discussion

Making a pre-trade fair workshop Daily Reaction Evaluation

Making an end of pre-trade fair workshop evaluation

9. Ask participants to review the application of the tools that have been listed.

10. Distribute Handout 9A. Allow participants at least 10 minutes to read thequestionnaire. Show them how they can fill in the forms at the end of a trade fair.Make sure that all participants are clear on how to fill in the form. Encourageparticipants to give suggestions for improving the questionnaire.

11. Distribute Hand

cefe manual

Documents